Recall

Question 1

Operant conditioning

Answer 1

Good behaviour encouraged by offering rewards (reinforcers) and negative reinforcement Poor behaviour discouraged through pairing it with unpleasant consequences (punishers)
Skinner

Question 2

What makes operant conditioning effective?

Answer 2

When reinforcers only work if the reward is something that the learner desires and the punishment is the one that the learner fears
(Skinner)

Question 3

What are the key concepts of Skinner’s learning theory?

Answer 3

-Operant conditioning
-Positive reinforcement- rewarding of good behaviour
-Consequences to bad behaviour

Question 4

How can you relate Skinner’s theory into practice?

Answer 4

-Highly structured ‘externally-motivational approaches to teaching and learning’
-Setting clear targets expectations (being clear and open with students about what is unacceptable behaviour)
-Privileging praise- rewards for consistent good behaviour (golden time)

Question 5

What are the critiques of Skinner’s theory? (Operant conditioning)

Answer 5

-Bilingual student misinterpretation in teacher
-Reinforcing certain rewards to behaviour diverts significance for doing the right thing

Question 6

What is the zone of proximal development?

Answer 6

The area just above the learners level of understanding- the teachers providing guidance.
Learners can operate in the ZPD through support from the More Knowledge Other
**Vygotski*

Question 7

What does scaffolding enable? (Vygotski)

Answer 7

It allows learners to take risks and teach a higher level of understanding than learning alone through the support of the ‘more knowledgeable other’.

Question 8

How can you scaffold learning?

Answer 8

Modelling possible ways of completing the task which leads to learners imitating and then eventually internalising (sentence starter, structure or method)

Question 9

In ways can Vygotski’s theory be put into practice?

Answer 9

-Teaching should use ‘collaborative learning’ techniques (teamwork)
-Peer interaction as the foundation, the teacher as the mediator
-Give tasks that will test what is developing in them rather than what has already been developed

Question 10

What are the 4 principles of Vygotski’s learning theories?

Answer 10

1. That learning and development is a social, collaborative activity
2. The ZPD can serve like a guide for curricular and lesson planning
3. Classroom activities should be reality based and applicable to the real world
4. Learning extends to the home and many out-of-school environments and activities-related

Question 11

What is Piaget’s theory?

Answer 11

That development is discrete and ordered in sequence (stage theorists)

Question 12

What are the 4 stages of development according to Piaget?

Answer 12

-Sensorimotor (birth-2)
-Pre-operational (2-7)
-Concrete operational (7-11)
-Formal operational (11+)

Question 13

What is the Sensorimotor stage?

Answer 13

Where learning takes place through touch and feel, practical, experimenting through trial and error.
(Birth-2yrs)

Question 14

What is the pre-operational stage?

Answer 14

Where the child has the ability to arrange objects logically, start to understand cause and effect and see everything from their own perspective (2-7yrs)

Question 15

What is the concrete operational stage?

Answer 15

The ability to think logically about objects and events start to become more structured. They are less egocentric and have more awareness of other people’s perspectives (7–11yrs)

Question 16

What is the formal operational stage?

Answer 16

Where the abstract think and reasoning of a learner starts to develop (11+)

Question 17

Who said, ‘Focus should be on the process of learning as well as the outcome’?

Answer 17

Piaget

Question 18

Similarities/differences with Piaget and Vygotski’s theories?

Answer 18

P+V- children can learn through being active
V- learning is a socially meditated activity (social constructivism)
P-children operate as ‘lone scientists’ (cognitive constructivism)
V-Emphasis on teacher as the ‘more knowledgeable other’/‘scaffolder’
P-If a child is shown how to do something rather than being encouraged to discover themselves, understanding may actually be inhibited
V- the teacher is the facilitator who provides the challenges that the child needs for achieving more
P- The teacher is the provider of ‘artefacts’ needed for the child to work with and learn from

Question 19

What is a schema? (Piaget)
Clue ⬇️

🦓

Answer 19

A schema is a mental category or structure which contains all of the knowledge and experience about a given object or occurrence (assimilation).
As knowledge and experience increases the schema changes and becomes more complex to accommodate this 🐎🦓

Question 20

What is assimilation equilibrium?

Answer 20

When a child’s schemas are able capable of explaining what is happening (adapted to new understanding)

Question 21

What is the main difference between Vygotski and Piaget’s theory?

Answer 21

V- development is fostered by collaboration (‘zone of proximal development’) and is not strictly age related
P- Cognitive growth has a biological, age-related, developmental basis